Student experiences of NAPLAN: sharing insights from two school sites     

Katharine Swain  Donna Pendergast  Joy Cumming 《The Australian Educational Researcher》2018,45(3):315-342

This paper provides insight into middle school students’ perceptions and reactions to their participation in the Australian National Assessment Program—Literacy and Numeracy (NAPLAN). A case study was conducted over 10 months at two Queensland schools with different approaches to NAPLAN implementation. Student voice was elicited via focus groups and 35 students provided drawings and words describing their experience in four stages: preparing, sitting, completing and receiving their results. Thematic content analysis of the textual data and trait and holistic coding of the visual data revealed five themes and suggests that the approach adopted by the school may impact on students’ NAPLAN experiences. This study privileges student voice and enables access to student experiences as they participate in a testing regime which is now a feature of the Australian school assessment landscape.  相似文献   

Autoimmune thyroid disorders—An update     

Manorama Swain  Truptirekha Swain  Binoy Kumar Mohanty 《Indian journal of clinical biochemistry : IJCB》2005,20(1):9-17

Background: Autoimmune thyroid disease (AITD), a common organ specific autoimmune disorder is seen mostly in women between 30–50 yrs of age. Thyroid autoimmunity can cause several forms of thyroiditis ranging from hypothyroidism (Hashimoto’s thyroiditis) to hyperthyroidism (Graves’Disease). Prevalence rate of autoimmune mediated hypothyroidism is about 0.8 per 100 and 95% among them are women. Graves’ disease is about one tenth as common as hypothyroidism and tends to occur more in younger individuals. Both these disorders share many immunologic features and the disease may progress from one state to other as the autoimmune process changes. Genetic, environmental and endogenous factors are responsible for initiation of thyroid autoimmunity. At present the only confirmed genetic factor lies in HLA complex (HLA DR-3) and the T cell regulatory gene (CTLA 4). A number of environmental factors like viral infection, smoking, stress & iodine intake are associated with the disease progression. The development of antibodies to thyroid peroxidase (TPO) thyroglobulin (TG) and Thyroid stimulating hormone receptor (TSH R) is the main hallmark of AITD. Circulating T Lymphocytes are increased in AITD and thyroid gland is infiltrated with CD4+ and CD8+ T Cells. Wide varieties of cytokines are produced by infiltrated immune cells, which mediate cytotoxicity leading to thyroid cell destruction. Circulating antibodies to TPO and TG are measured by immunofluorescense, hemagglutination, ELISA & RIA. TSHR antibodies of Graves’ disease can be measured in bioassays or indirectly in assays that detect antibody binding to the receptor.  相似文献   

LEA Science Advisers: their part in the adoption of the Nuffield Advanced Science Courses     

J. R. L. Swain  R. W. Fairbrother 《Educational studies》1977,3(3):235-242

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The effect of different chunking strategies in complementing animated instruction     

Mine Munyofu  William J. Swain  Bradley D. Ausman  Huifen Lin  Khusro Kidwai  Francis Dwyer 《Learning, Media and Technology》2007,32(4):407-419

The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes.  相似文献   

The role of family literacy classes in demystifying school literacies and developing closer parent–school relations     

Jon Swain  Olga Cara 《Cambridge Journal of Education》2019,49(1):111-131

This paper is based on a large study of family literacy provision in England, which was carried out between July 2013 and May 2015. It explored the impact of classes on parents’ relations with the school and their children, and their ability to support their children’s literacy development. The study involved 27 school-based programmes for pupils aged between five and seven, and their parents. It used mixed methods, which involved surveys of 118 parents and 20 family literacy tutors, telephone interviews with a sub-sample of 28 parents, analysis of teaching plans and observations of classes. Findings showed that parents wanted to learn the ways the school was teaching their child to read and write, and by demystifying school literacy pedagogies and processes the programmes developed greater connectivity between home and the school, and parents felt more able to support their children’s literacy development at home.  相似文献   

Notes on Classroom Practice and the Ownership and Use of Personal Computers Amongst Egyptian Science and Mathematics Teachers     

Martin Monk  Julian Swain  Mary Ghrist  Wendy Riddle 《Education and Information Technologies》2003,8(1):83-95

This paper reports a study of the acquisition and use of personal computers by Egyptian science and mathematics teachers. Self-report data was collected from the same teachers on how they had changed their classroom activities and professional practice since their return to Egypt following a twelve-week in-service course in the United Kingdom. The data from this sample of teachers is compared with that from a second sample, who also attended the same in-service programme, but did not report the purchase of a personal computer. Analysis indicates that the Egyptian teachers with personal computers have tended to concentrate on improving the quality of current practice, through better preparation and student testing, rather than introducing major, paradigmatic, changes to their teaching.  相似文献   

Evaluating a Special Education Training Programme in Nicaragua     

Julie Delkamiller  Kristine D. Swain  Mitzi J. Ritzman  Elizabeth M. Leader-Janssen 《International Journal of Disability, Development & Education》2016,63(3):322-333

This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants’ knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation information were collected. Results from the knowledge pre-and post-test indicated that participants made significant gains in their special education knowledge and the module evaluation forms indicate participants were highly satisfied with the project. Recommendations for planning and implementing a future training programme are also provided.  相似文献   

On the teaching and evaluation of experiential learning in a conventional university setting     

Rony Swain 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(1):4-11

The notion of experiential learning emphasizes the personal experience of the learner. In this article, I describe my approach to making learning a more personal experience for students on a conventional university course. I focus on modeling of behaviour and attitudes by the teacher, clear communication, attention to process, and collaboration in learning. Evaluation can be formative (to facilitate learning) or summative (for assessment). I describe a number of methods which I have used in the formative evaluation of experiential learning. In general, I try to maximize feedback to all participants (including myself) having first created an atmosphere where defences can be lowered and the feedback heard. Finally, I consider summative evaluation, which presents considerable, but not insuperable, difficulties.  相似文献   

We are the stories we tell about ourselves: child welfare records and the construction of identity among Australians who,as children,experienced out-of-home ‘care’     

Shurlee Swain  Nell Musgrove 《档案与原稿》2013,41(1):4-14

Since the late 1990s, a significant number of commissions of inquiry have been conducted by the Commonwealth Government of Australia, individual states and territories in Australia, and internationally, into the treatment of children in out-of-home care. This paper traces the most significant of these inquiries and the recommendations arising regarding records, with the purpose of highlighting some of the recurring themes identified by each inquiry. An overview is also given of some of the positive changes to aspects of recordkeeping as a direct consequence of the landmark inquiries. Lastly, this overview hopes to raise some questions surrounding the role of the profession in promoting awareness of recordkeeping issues that have emerged through these inquiries.  相似文献   

On Bosworth Field or the Playing Fields of Eton and Rugby? Who Really Invented Modern Football?     

Peter Swain  Adrian Harvey 《国际体育史杂志》2013,30(10):1425-1445

In 1867 the Football Association was considering disbanding but was largely dissuaded from doing so by the progress the game was making in Sheffield. The football rules used there seemed much more appealing to teams and spectators alike and the game was beginning to be exploited commercially. This commercialism was resisted though by the local social elite who still had a fierce belief in amateurism and opposed the professionalisation of football. At the same time, in Lancashire, there existed a vigorous sporting culture surrounding pedestrianism, horse racing, boxing and cricket together with a well developed structure of sporting facilities. By the 1870s football, a game that had not previously been exploited commercially in Lancashire, was beginning to become popular and was rapidly professionalised. Nominal record linkage indicates that this development was essentially driven by schoolteachers, clerks, bookkeepers and accountants using their social and cultural capital rather than the transference of public school culture through returning public schoolboys. The formation of modern association football in Lancashire between 1830 and 1885 can then be seen to be effected though linear continuities in local popular culture and the emergence of a lower middle class rather than public school traditions and a civilising process.  相似文献